Developing curriculums and pedagogical approaches to the teaching of Punk music is a poorly investigated area within Music in Higher Education. The growing capability for institutions to develop programmes in these popular music areas have led to an appropriation of traditional teaching methods in some areas and innovative groundbreaking processes in others. The aim of this edited volume is to capture the contemporary thinking and doing of teaching practitioners around the world exploring their practice as punk pedagogues.

This volume intends to be reflective of and responsive to the plurality of pedagogies involved in the teaching of Punk and associated musics. We would welcome contributions that pose critical questions that may include:

What strategies are employed in developing programmes that include Punk as curriculum content?

What new approaches to understanding the teaching of music can we garner from the teaching of Punk?

What tensions are there in the placing of Punk within a Higher Education context?

What sorts of identities (and alternative identities) are engaged with through the teaching of Punk?

What is the influence does Punk have on developing more generalised Music programmes?

How do Programmes of containing Punk fulfil or question contemporary enhancement themes of Equality and Diversity, Internationalising the Curriculum or Employability?

Proposals, which should be no longer than 500 words, should be forwarded by email to: Louise Jackson, l.jackson at trinitylaban.ac.uk and Dr. Mike Dines, miked71uk at yahoo.co.uk on or before January 6th 2014.